Abstract
Confusion can bring about positive and productive results in the study and teaching of literature and critical theory, contrary to common conception. Regardless of how confusion is perceived, most teachers feel that they must clarify literature for their students. On the contrary, students should be made aware that understanding is not always total. Literary analysis can be approached through exploratory, open-ended writing assignments in which students can examine areas of confusion. This method of using confusion may actually encourage freer interaction and dialogue by removing the usual blocks to understanding.